Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
School Based Factors Influencing Preschool Teachers Job Performance in Public...paperpublications3
Abstract: Majority of pre-school teachers are leaving their jobs for different professions in recent years. The problem of teacher migration is evident in both developed and developing countries. In Kenya, ECDE teaching profession has not been accorded the same status compared to primary, secondary and tertiary professions. This has led to many ECDE teachers seeking opportunities in other fields for better working environment, pay and even motivation. With this problem in mind, the study sought to establish whether pre-school management style and interpersonal relationships influenced teachers’ job performance in public ECDE centres in Kenya with focus on East Karachuonyo Division, Homa Bay County. All public ECDE centres in Kenya are under the county governments with teachers receiving their pay from the county coffers. The respondents for this study involved preschool teachers and head teachers. Data was collected through questionnaires and interview schedule. The analysis of data was conducted using qualitative and quantitative research methods. The study established that management styles practices in pre-schools affected teachers job performance to a great extent. The study also found out for effective learning to take place, inter-personal relationships need to be developed between teachers, parents, school administrators and pupils. The study recommends that there is need to develop positive interpersonal relationships at the work place to enhance emotional stability and facilitate maintenance of life-work balance and there is a need to sensitize the Schools Board of Management on the rationale of working closely with the pre- schools teachers to enhance their job performance.
Nationally, thousands of new teachers in grades K-12 permanently leave the profession of teaching within five years of employment. Up to one third of new teachers leave the profession within three years. State legislatures mandated new teacher induction programs in the 1980s to improve new teacher retention. However, research regarding the effectiveness of induction programs shows mixed results. Factors from two theoretical, teacher induction models were used to guide the inquiry: Comprehensive Induction and Mutual Benefits Models. This study examined the relationship of teacher induction models to the likelihood of first-year middle school teacher retention. First-year middle school teachers in Texas from state Education Regions One, Two, Three, and Four participated. Background included gender, age, ethnicity, district type, SES, first or second career, certification type, and content area. Middle school teachers in the Regions were contacted. Only first year teachers were asked to respond. Ninety-nine surveys from respondents were used for quantitative analyses. Analyses included descriptive, frequency, factor analysis, regression, t-test, and ANOVA statistical procedures. Results showed faculty planned on remaining as teachers, but not necessarily due to induction programs. Induction programs were not particularly effective for teachers returning to the profession for a second year. Factor analyses showed the two theoretical models were important to new teachers for professional development as it applies to their career for assessment, planning, and mentoring, but they were not influential for retention. For their personal lives, results showed new teachers want to know how to: balance their personal life with their professional one; provide success opportunities for students; and be at ease in the profession. Implications suggest that a new teacher’s background does not matter for retention: a new teacher is a new teacher. Additionally, new teacher induction programs are not particularly effective for new teacher retention. New teachers have a number of other needs beyond those of the profession that should be addressed in induction programs. Finally, induction programs should consider experimenting with the new induction model proposed in the study as a result of data analyses. It integrates professional and personal interests.
Analysis of teachers motivation on the overall performance of public basic sc...Alexander Decker
This document summarizes a research study that analyzed the impact of teacher motivation on student performance in public basic schools in Wa Municipality, Ghana. The study collected data through questionnaires administered to 100 teachers across 20 randomly selected schools. Statistical analysis found that teacher motivation affected student achievement over the past 5 years, though student performance fluctuated. The study aims to provide stakeholders with an understanding of how improving teacher motivation could lead to better student outcomes through meeting teachers' needs as outlined in motivation theories.
AN EFFECTIVE PROFESSIONAL DEVELOPMENT SERIES IMPROVES THE QUALITY OF TEACHERC...ijejournal
Just as the educational system in the United States is working to figure out the best ways to reach the developmentally diverse student population found in our public and private institutions; we should be looking how to best prepare our teachers. Over the years, the threat of trickle down curriculum has become a reality and there is increasing pressure on in-coming kindergarteners to be knowledgeable of more and more. Teachers express through honest feedback the lack of quality and/or effective professional
development opportunities available to them. There needs to be some sort of reform when the positive changes in the education system can been seen in the success of the students, which is directly affected by the quality and effectiveness in teacher instruction. A quality feedback through coaching model is the most
effective way to develop educators in order to improve teacher-child interactions that translates into high quality education.
Enhancing teacher preparation programme to minimize challenges of mentors in ...Alexander Decker
This document summarizes a study on enhancing teacher preparation programs to minimize challenges faced by mentors. It discusses challenges mentors faced such as lack of guidance for mentees. Interventions like mentor training and weekend meetings were implemented. Data collected before interventions showed issues like absenteeism and lack of materials. After interventions, mentors provided more support like lesson planning assistance. The study aimed to assess mentor roles and implement measures to improve the teacher preparation program effectiveness.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
Teachers understanding of early childhood curriculumAlexander Decker
This study examined early childhood educators' understanding of curriculum development and implementation in Ghana. 97 teachers from 3 districts participated. The study found that trained teachers had a neutral understanding of curriculum and role, while untrained teachers disagreed with their understanding and role. There were significant differences between trained and untrained teachers. The study concluded there is a need to better involve teachers in the curriculum process and provide more education on curriculum development. Recommendations included developing teacher training programs that emphasize the teacher's role in curriculum.
This document summarizes a research proposal that examines the impact of organizational climate on teacher commitment in schools. The proposal discusses previous research showing that school climate influences teacher motivation, commitment, and job satisfaction. It aims to identify the relationship between school climate and teacher commitment using the Organizational Climate Descriptive Questionnaire. The proposal outlines the background, problem statement, objectives, literature review on organizational climate and teacher commitment, proposed quantitative research methodology using questionnaires, and references.
School Based Factors Influencing Preschool Teachers Job Performance in Public...paperpublications3
Abstract: Majority of pre-school teachers are leaving their jobs for different professions in recent years. The problem of teacher migration is evident in both developed and developing countries. In Kenya, ECDE teaching profession has not been accorded the same status compared to primary, secondary and tertiary professions. This has led to many ECDE teachers seeking opportunities in other fields for better working environment, pay and even motivation. With this problem in mind, the study sought to establish whether pre-school management style and interpersonal relationships influenced teachers’ job performance in public ECDE centres in Kenya with focus on East Karachuonyo Division, Homa Bay County. All public ECDE centres in Kenya are under the county governments with teachers receiving their pay from the county coffers. The respondents for this study involved preschool teachers and head teachers. Data was collected through questionnaires and interview schedule. The analysis of data was conducted using qualitative and quantitative research methods. The study established that management styles practices in pre-schools affected teachers job performance to a great extent. The study also found out for effective learning to take place, inter-personal relationships need to be developed between teachers, parents, school administrators and pupils. The study recommends that there is need to develop positive interpersonal relationships at the work place to enhance emotional stability and facilitate maintenance of life-work balance and there is a need to sensitize the Schools Board of Management on the rationale of working closely with the pre- schools teachers to enhance their job performance.
Nationally, thousands of new teachers in grades K-12 permanently leave the profession of teaching within five years of employment. Up to one third of new teachers leave the profession within three years. State legislatures mandated new teacher induction programs in the 1980s to improve new teacher retention. However, research regarding the effectiveness of induction programs shows mixed results. Factors from two theoretical, teacher induction models were used to guide the inquiry: Comprehensive Induction and Mutual Benefits Models. This study examined the relationship of teacher induction models to the likelihood of first-year middle school teacher retention. First-year middle school teachers in Texas from state Education Regions One, Two, Three, and Four participated. Background included gender, age, ethnicity, district type, SES, first or second career, certification type, and content area. Middle school teachers in the Regions were contacted. Only first year teachers were asked to respond. Ninety-nine surveys from respondents were used for quantitative analyses. Analyses included descriptive, frequency, factor analysis, regression, t-test, and ANOVA statistical procedures. Results showed faculty planned on remaining as teachers, but not necessarily due to induction programs. Induction programs were not particularly effective for teachers returning to the profession for a second year. Factor analyses showed the two theoretical models were important to new teachers for professional development as it applies to their career for assessment, planning, and mentoring, but they were not influential for retention. For their personal lives, results showed new teachers want to know how to: balance their personal life with their professional one; provide success opportunities for students; and be at ease in the profession. Implications suggest that a new teacher’s background does not matter for retention: a new teacher is a new teacher. Additionally, new teacher induction programs are not particularly effective for new teacher retention. New teachers have a number of other needs beyond those of the profession that should be addressed in induction programs. Finally, induction programs should consider experimenting with the new induction model proposed in the study as a result of data analyses. It integrates professional and personal interests.
Analysis of teachers motivation on the overall performance of public basic sc...Alexander Decker
This document summarizes a research study that analyzed the impact of teacher motivation on student performance in public basic schools in Wa Municipality, Ghana. The study collected data through questionnaires administered to 100 teachers across 20 randomly selected schools. Statistical analysis found that teacher motivation affected student achievement over the past 5 years, though student performance fluctuated. The study aims to provide stakeholders with an understanding of how improving teacher motivation could lead to better student outcomes through meeting teachers' needs as outlined in motivation theories.
AN EFFECTIVE PROFESSIONAL DEVELOPMENT SERIES IMPROVES THE QUALITY OF TEACHERC...ijejournal
Just as the educational system in the United States is working to figure out the best ways to reach the developmentally diverse student population found in our public and private institutions; we should be looking how to best prepare our teachers. Over the years, the threat of trickle down curriculum has become a reality and there is increasing pressure on in-coming kindergarteners to be knowledgeable of more and more. Teachers express through honest feedback the lack of quality and/or effective professional
development opportunities available to them. There needs to be some sort of reform when the positive changes in the education system can been seen in the success of the students, which is directly affected by the quality and effectiveness in teacher instruction. A quality feedback through coaching model is the most
effective way to develop educators in order to improve teacher-child interactions that translates into high quality education.
Enhancing teacher preparation programme to minimize challenges of mentors in ...Alexander Decker
This document summarizes a study on enhancing teacher preparation programs to minimize challenges faced by mentors. It discusses challenges mentors faced such as lack of guidance for mentees. Interventions like mentor training and weekend meetings were implemented. Data collected before interventions showed issues like absenteeism and lack of materials. After interventions, mentors provided more support like lesson planning assistance. The study aimed to assess mentor roles and implement measures to improve the teacher preparation program effectiveness.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
Teachers understanding of early childhood curriculumAlexander Decker
This study examined early childhood educators' understanding of curriculum development and implementation in Ghana. 97 teachers from 3 districts participated. The study found that trained teachers had a neutral understanding of curriculum and role, while untrained teachers disagreed with their understanding and role. There were significant differences between trained and untrained teachers. The study concluded there is a need to better involve teachers in the curriculum process and provide more education on curriculum development. Recommendations included developing teacher training programs that emphasize the teacher's role in curriculum.
This document summarizes a research proposal that examines the impact of organizational climate on teacher commitment in schools. The proposal discusses previous research showing that school climate influences teacher motivation, commitment, and job satisfaction. It aims to identify the relationship between school climate and teacher commitment using the Organizational Climate Descriptive Questionnaire. The proposal outlines the background, problem statement, objectives, literature review on organizational climate and teacher commitment, proposed quantitative research methodology using questionnaires, and references.
Effects of motivation on teacher’s performance in kenyanAlexander Decker
1. This study examined the effects of motivation on teacher performance in secondary schools in Nyamira County, Kenya.
2. The study investigated the effects of financial motivation, non-financial motivation, and teacher rewards on performance.
3. The study used questionnaires to collect data from 40 teachers, 14 principals, and 14 deputy principals on motivation factors and teacher performance.
Analysis of teachers motivation on the overall performance ofAlexander Decker
This document summarizes a study analyzing the impact of teacher motivation on student performance in public basic schools in Wa Municipality, Ghana. The study found that while teachers believed motivation affected student achievement, student performance fluctuated over the past five years despite teacher motivation efforts. The study used surveys and interviews with 100 teachers and education officials to understand how teacher motivation and needs satisfaction related to student performance. Key findings were that teacher motivation plays a role in student achievement but has not consistently improved performance in Wa Municipality schools.
This document summarizes the research methodology used in a case study about self-actualization of teachers. A quantitative survey research design was used with a questionnaire distributed to 40 teachers at a school. The questionnaire contained 3 sections on demographics, school climate (measured by OCI), and teacher commitment (measured by OCQ). Data was analyzed using SPSS to understand relationships between school climate and teacher commitment as well as the influence of demographics.
This document provides background information on a study about the relationship between teachers' working conditions and stress levels. It discusses relevant theories on work motivation and stress. The study aims to determine how teachers describe their working conditions and assess their stress levels across physical, sleep, behavioral, and emotional indicators. It also seeks to understand if there is a relationship between working conditions and personal stress levels. The study focuses on teachers from two large public schools in Quezon City, Philippines, with student populations of around 6,000 each.
This research is based on motivation level of teachers in Male (Maldives) secondary schools. this research is not generalized to a broad perspective but in a limited geographical area of Maldives. Anyone can use this as study matters but not for business purposes.
This paper discusses the relationship between issues faced by teachers in theimplementation ofSchool Based Assessment (SBA) and Teacher Silence among secondary school teachers in Kuala Langat District. It tries to link previous research on problems faced by teachers when implementing the SBA, and a concept which is prevalent among employees outside the Education field, known as Employee Silence. As Employee Silence is a concept that had been studied outside the Education field, this study hopes to observe if such a behaviour is also prevalent among teachers.
The document summarizes a study that examined the concerns of 40 Malaysian English teachers regarding the implementation of a new school-based assessment (SBA) system in Malaysian public schools. The study utilized a revised Stages of Concern Questionnaire (SoCQ) to assess teachers' levels of concern across five stages: indifference, informational-personal, management, consequence-collaboration, and refocusing. Results indicated that teachers' concerns were multidimensional and varied depending on their experience with SBA, with those having less experience showing higher levels of concern in the early stages and those with more experience demonstrating higher levels of concern in later stages related to implementation tasks and student impacts. The findings provide insights into teacher training needs to help
prospective chemistry teacher's experiences of teaching practice SaraAnwar18
1) The document discusses a study that examined the experiences of prospective chemistry teachers during their teaching practice. Semi-structured interviews were conducted with six prospective teachers.
2) The findings showed that the prospective teachers felt their chemistry knowledge was improved by teaching practice but observed limited teaching methods used during their placement.
3) Preparing lesson plans was seen as contributing positively to teaching practice by helping teachers prepare materials and build confidence. However, the evaluation techniques used in placements did not always align with what was taught in their programs.
School Based Assessment And The Silence Behaviour Among Secondary School Teac...AJHSSR Journal
This paper discusses the relationship between issues faced by teachers in the implementation of School Based Assessment (SBA) and Teacher Silence among secondary school teachers in Kuala Langat District. It tries to link previous research on problems faced by teachers when implementing the SBA, and a concept which is prevalent among employees outside the Education field, known as Employee Silence. As Employee Silence is a concept that had been studied outside the Education field, this study hopes to observe if such a behaviour is also prevalent among teachers. The research focuses on four problems faced by teachers when implementing the SBA: 1.Lack of Knowledge, 2.Maximization of Work, 3.Inability of Teachers, and 4.Lack of Monitoring. The gap in this study is the link between issues faced in the implementation of the SBA, and the Employee Silence (Teacher Silence in this case) Concept. A total of 292 secondary school teachers were respondents in the study. Questionnaire with a reliability α = 0.78 was utilized as the instrument. The result was parallel with the outcome outside the Education field, teachers too have a tendency to remain silent for various intrinsic and extrinsic reasons when faced with problems and obstacles with SBA at schools.
The Effect of Intrinsic Learning Motivation and School Learning Environment o...inventionjournals
This study aimed to analyze the effect of intrinsic learning motivation and school learning environment on economics learning outcome partially and simultaneously. Population and sample of this study was 87 X grade students of accounting at SMK Wijaya Putra Surabaya. Data gathering techniques used were questionnaires and documentations. Analysis method used was multiple linear regressions. The result of the study showed that intrinsic learning motivation and school learning environment partially affected learning outcomes significantly positive. Intrinsic learning motivation and school learning environment simultaneously affected learning outcomes significantly positive.
This chapter introduces the background and context of the study. It discusses how mathematics is an important subject for business students and the demands of modern technology. It also outlines challenges facing the Polytechnic University of the Philippines (PUP) Calauan Campus in teaching mathematics to its 545 students with limited facilities. The theoretical framework discusses factors that influence student mathematics performance such as the curriculum, faculty, student services, physical facilities, family education, values, and social relationships. The study aims to determine the relationship between these school and family factors and the mathematics performance of PUP Calauan students.
This document summarizes a study on strategies used by teachers to handle troubling kids in the classroom. The study collected data from 270 teachers in India through a questionnaire. It found that common strategies teachers use include persuading students, encouraging normal behavior, punishing based on reason, reducing participation in activities, making students stand, keeping them busy elsewhere, and calling parents to school. The study recommends providing training to teachers on counseling and handling troubling kids. While teachers think some strategies are ideal, they need patience to implement them. The findings can help improve how teachers are trained to deal with troubling students.
This document examines how teachers assess the performance of public school principals. It analyzes data from a national survey of teachers to determine the relationship between principal performance ratings and principal characteristics. The survey asked teachers to rate principals on qualities like helping teachers improve teaching, monitoring performance, recognizing efforts, communicating goals, and enforcing rules. The analysis found that teaching experience was associated with higher ratings, while graduate training and administrative experience did not improve ratings and sometimes lowered them. Teachers also tended to rate principals of their own race or sex more highly.
This study explored the stress levels, causes, and coping strategies of student teachers during their teaching practice. The researchers surveyed 95 student teachers who had recently completed teaching practice. The key findings were:
1) Most student teachers reported moderate levels of stress during teaching practice.
2) The major causes of stress identified were heavy workload, being evaluated by supervisors, difficulties with classroom management, and preparing detailed lesson plans.
3) The main coping strategies used were communicating with teachers/supervisors, talking to friends and family, and using self-management skills like planning and preparation.
Towards a framework of teaching effectiveness in publicjaderex
This document proposes a mixed methods study to develop a framework for teaching effectiveness in public schools. It aims to (1) describe and analyze factors that influence effective teaching practices through observations, appraisals, field notes and perceptions; (2) explore how classroom practices vary across school contexts, career phases and ages; (3) analyze relationships between classroom practices and student needs, school context, teacher career and age; and (4) provide implications for stakeholders. The study will use surveys, interviews, and classroom observations to understand influences on teaching effectiveness. Results will inform educational leaders and improve teaching quality.
This document presents the background and introduction to a research proposal on examining the impact of school leadership on student academic performance in schools in Rwampala County, Mbarara District, Uganda. It discusses the importance of academic achievement and the government's priority of improving performance in science and mathematics. The study aims to explore the relationship between school leadership and student outcomes in Ugandan secondary schools using a mixed-methods approach. It will examine different leadership styles, their impact on academic performance, and measures to improve performance. The document provides context on leadership theory and the need to understand leadership practices in everyday school settings.
This document summarizes a study that investigated factors contributing to stress among special education teachers in Penang, Malaysia. The study surveyed 92 special education teachers using a stress inventory questionnaire. The results found that the overall stress level among respondents was moderate. The strongest stressor was pupil misbehavior, followed by teacher workload, time/resource difficulties, lack of recognition, and interpersonal relationships. No significant differences in stress levels were found based on teacher demographics. The study provides background on teaching demands and expectations in Malaysia.
The correlation among teachers’ expectations and students’ motivation, academ...Alexander Decker
The document discusses a study that investigated the relationships between teachers' expectations and students' motivation, academic self-concept, and academic achievement. It also examined differences between male and female students in their perceptions of teachers' expectations and in their motivation, academic self-concept, and achievement. The study found significant positive relationships between academic self-concept, motivation, and perceptions of teachers' expectations. It also found that female students perceived higher teacher expectations than males, while males had higher academic achievement than females. However, no significant gender differences were found in motivation or academic self-concept.
This study examined teachers' perceptions of factors affecting their effectiveness in private primary schools in Kolfe Keranio Sub-City, Addis Ababa. Data was collected through questionnaires administered to 126 teachers and interviews with 7 principals. The factors analyzed included teacher-related factors like recognition and salary, school-related factors like facilities and leadership, and parent-related factors like cooperation. Results showed that teachers felt recognition, adequate training, and salary influenced their effectiveness, while principals said support, workload, and working conditions also impacted it. The study concluded that addressing these factors through a supportive environment could improve teacher effectiveness and retention.
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, Volume ...William Kritsonis
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, Volume 30, Number 2, 2013 - Dr. William Allan Kritsonis, Editor-in-Chief - Website: www.nationalforum.com
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
Effects of motivation on teacher’s performance in kenyanAlexander Decker
1. This study examined the effects of motivation on teacher performance in secondary schools in Nyamira County, Kenya.
2. The study investigated the effects of financial motivation, non-financial motivation, and teacher rewards on performance.
3. The study used questionnaires to collect data from 40 teachers, 14 principals, and 14 deputy principals on motivation factors and teacher performance.
Analysis of teachers motivation on the overall performance ofAlexander Decker
This document summarizes a study analyzing the impact of teacher motivation on student performance in public basic schools in Wa Municipality, Ghana. The study found that while teachers believed motivation affected student achievement, student performance fluctuated over the past five years despite teacher motivation efforts. The study used surveys and interviews with 100 teachers and education officials to understand how teacher motivation and needs satisfaction related to student performance. Key findings were that teacher motivation plays a role in student achievement but has not consistently improved performance in Wa Municipality schools.
This document summarizes the research methodology used in a case study about self-actualization of teachers. A quantitative survey research design was used with a questionnaire distributed to 40 teachers at a school. The questionnaire contained 3 sections on demographics, school climate (measured by OCI), and teacher commitment (measured by OCQ). Data was analyzed using SPSS to understand relationships between school climate and teacher commitment as well as the influence of demographics.
This document provides background information on a study about the relationship between teachers' working conditions and stress levels. It discusses relevant theories on work motivation and stress. The study aims to determine how teachers describe their working conditions and assess their stress levels across physical, sleep, behavioral, and emotional indicators. It also seeks to understand if there is a relationship between working conditions and personal stress levels. The study focuses on teachers from two large public schools in Quezon City, Philippines, with student populations of around 6,000 each.
This research is based on motivation level of teachers in Male (Maldives) secondary schools. this research is not generalized to a broad perspective but in a limited geographical area of Maldives. Anyone can use this as study matters but not for business purposes.
This paper discusses the relationship between issues faced by teachers in theimplementation ofSchool Based Assessment (SBA) and Teacher Silence among secondary school teachers in Kuala Langat District. It tries to link previous research on problems faced by teachers when implementing the SBA, and a concept which is prevalent among employees outside the Education field, known as Employee Silence. As Employee Silence is a concept that had been studied outside the Education field, this study hopes to observe if such a behaviour is also prevalent among teachers.
The document summarizes a study that examined the concerns of 40 Malaysian English teachers regarding the implementation of a new school-based assessment (SBA) system in Malaysian public schools. The study utilized a revised Stages of Concern Questionnaire (SoCQ) to assess teachers' levels of concern across five stages: indifference, informational-personal, management, consequence-collaboration, and refocusing. Results indicated that teachers' concerns were multidimensional and varied depending on their experience with SBA, with those having less experience showing higher levels of concern in the early stages and those with more experience demonstrating higher levels of concern in later stages related to implementation tasks and student impacts. The findings provide insights into teacher training needs to help
prospective chemistry teacher's experiences of teaching practice SaraAnwar18
1) The document discusses a study that examined the experiences of prospective chemistry teachers during their teaching practice. Semi-structured interviews were conducted with six prospective teachers.
2) The findings showed that the prospective teachers felt their chemistry knowledge was improved by teaching practice but observed limited teaching methods used during their placement.
3) Preparing lesson plans was seen as contributing positively to teaching practice by helping teachers prepare materials and build confidence. However, the evaluation techniques used in placements did not always align with what was taught in their programs.
School Based Assessment And The Silence Behaviour Among Secondary School Teac...AJHSSR Journal
This paper discusses the relationship between issues faced by teachers in the implementation of School Based Assessment (SBA) and Teacher Silence among secondary school teachers in Kuala Langat District. It tries to link previous research on problems faced by teachers when implementing the SBA, and a concept which is prevalent among employees outside the Education field, known as Employee Silence. As Employee Silence is a concept that had been studied outside the Education field, this study hopes to observe if such a behaviour is also prevalent among teachers. The research focuses on four problems faced by teachers when implementing the SBA: 1.Lack of Knowledge, 2.Maximization of Work, 3.Inability of Teachers, and 4.Lack of Monitoring. The gap in this study is the link between issues faced in the implementation of the SBA, and the Employee Silence (Teacher Silence in this case) Concept. A total of 292 secondary school teachers were respondents in the study. Questionnaire with a reliability α = 0.78 was utilized as the instrument. The result was parallel with the outcome outside the Education field, teachers too have a tendency to remain silent for various intrinsic and extrinsic reasons when faced with problems and obstacles with SBA at schools.
The Effect of Intrinsic Learning Motivation and School Learning Environment o...inventionjournals
This study aimed to analyze the effect of intrinsic learning motivation and school learning environment on economics learning outcome partially and simultaneously. Population and sample of this study was 87 X grade students of accounting at SMK Wijaya Putra Surabaya. Data gathering techniques used were questionnaires and documentations. Analysis method used was multiple linear regressions. The result of the study showed that intrinsic learning motivation and school learning environment partially affected learning outcomes significantly positive. Intrinsic learning motivation and school learning environment simultaneously affected learning outcomes significantly positive.
This chapter introduces the background and context of the study. It discusses how mathematics is an important subject for business students and the demands of modern technology. It also outlines challenges facing the Polytechnic University of the Philippines (PUP) Calauan Campus in teaching mathematics to its 545 students with limited facilities. The theoretical framework discusses factors that influence student mathematics performance such as the curriculum, faculty, student services, physical facilities, family education, values, and social relationships. The study aims to determine the relationship between these school and family factors and the mathematics performance of PUP Calauan students.
This document summarizes a study on strategies used by teachers to handle troubling kids in the classroom. The study collected data from 270 teachers in India through a questionnaire. It found that common strategies teachers use include persuading students, encouraging normal behavior, punishing based on reason, reducing participation in activities, making students stand, keeping them busy elsewhere, and calling parents to school. The study recommends providing training to teachers on counseling and handling troubling kids. While teachers think some strategies are ideal, they need patience to implement them. The findings can help improve how teachers are trained to deal with troubling students.
This document examines how teachers assess the performance of public school principals. It analyzes data from a national survey of teachers to determine the relationship between principal performance ratings and principal characteristics. The survey asked teachers to rate principals on qualities like helping teachers improve teaching, monitoring performance, recognizing efforts, communicating goals, and enforcing rules. The analysis found that teaching experience was associated with higher ratings, while graduate training and administrative experience did not improve ratings and sometimes lowered them. Teachers also tended to rate principals of their own race or sex more highly.
This study explored the stress levels, causes, and coping strategies of student teachers during their teaching practice. The researchers surveyed 95 student teachers who had recently completed teaching practice. The key findings were:
1) Most student teachers reported moderate levels of stress during teaching practice.
2) The major causes of stress identified were heavy workload, being evaluated by supervisors, difficulties with classroom management, and preparing detailed lesson plans.
3) The main coping strategies used were communicating with teachers/supervisors, talking to friends and family, and using self-management skills like planning and preparation.
Towards a framework of teaching effectiveness in publicjaderex
This document proposes a mixed methods study to develop a framework for teaching effectiveness in public schools. It aims to (1) describe and analyze factors that influence effective teaching practices through observations, appraisals, field notes and perceptions; (2) explore how classroom practices vary across school contexts, career phases and ages; (3) analyze relationships between classroom practices and student needs, school context, teacher career and age; and (4) provide implications for stakeholders. The study will use surveys, interviews, and classroom observations to understand influences on teaching effectiveness. Results will inform educational leaders and improve teaching quality.
This document presents the background and introduction to a research proposal on examining the impact of school leadership on student academic performance in schools in Rwampala County, Mbarara District, Uganda. It discusses the importance of academic achievement and the government's priority of improving performance in science and mathematics. The study aims to explore the relationship between school leadership and student outcomes in Ugandan secondary schools using a mixed-methods approach. It will examine different leadership styles, their impact on academic performance, and measures to improve performance. The document provides context on leadership theory and the need to understand leadership practices in everyday school settings.
This document summarizes a study that investigated factors contributing to stress among special education teachers in Penang, Malaysia. The study surveyed 92 special education teachers using a stress inventory questionnaire. The results found that the overall stress level among respondents was moderate. The strongest stressor was pupil misbehavior, followed by teacher workload, time/resource difficulties, lack of recognition, and interpersonal relationships. No significant differences in stress levels were found based on teacher demographics. The study provides background on teaching demands and expectations in Malaysia.
The correlation among teachers’ expectations and students’ motivation, academ...Alexander Decker
The document discusses a study that investigated the relationships between teachers' expectations and students' motivation, academic self-concept, and academic achievement. It also examined differences between male and female students in their perceptions of teachers' expectations and in their motivation, academic self-concept, and achievement. The study found significant positive relationships between academic self-concept, motivation, and perceptions of teachers' expectations. It also found that female students perceived higher teacher expectations than males, while males had higher academic achievement than females. However, no significant gender differences were found in motivation or academic self-concept.
This study examined teachers' perceptions of factors affecting their effectiveness in private primary schools in Kolfe Keranio Sub-City, Addis Ababa. Data was collected through questionnaires administered to 126 teachers and interviews with 7 principals. The factors analyzed included teacher-related factors like recognition and salary, school-related factors like facilities and leadership, and parent-related factors like cooperation. Results showed that teachers felt recognition, adequate training, and salary influenced their effectiveness, while principals said support, workload, and working conditions also impacted it. The study concluded that addressing these factors through a supportive environment could improve teacher effectiveness and retention.
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, Volume ...William Kritsonis
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, Volume 30, Number 2, 2013 - Dr. William Allan Kritsonis, Editor-in-Chief - Website: www.nationalforum.com
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
Eunetra Ellison Simpson, PhD Proposal Defense, Dr. William Allan Kritsonis, D...William Kritsonis
This document provides an introduction and literature review for a dissertation examining the effectiveness of Title I tutoring programs in elementary schools. It discusses the background of Title I programs and issues with evaluating tutoring effectiveness. The study aims to investigate tutoring program structures and relationships between program ratings and student achievement. Surveys will be used to collect administrator and teacher ratings of tutoring programs at selected elementary schools.
Running head TEACHER PREPARATION PROGRAMS .docxtodd521
Running head: TEACHER PREPARATION PROGRAMS 1
TEACHER PREPARATION PROGRAMS 2
Teacher Preparation Programs
Teacher Preparation Programs
Abstract
Poor attitudes towards teacher training programs by the policymakers have had a huge impact on the education of children with disability. This has been contributed by the continuous poor speculations and perceptions among the key stakeholders who argue that the programs have not had a huge impact on the students not the teachers in their teaching techniques in school. Teachers who have attended teacher training programs have not showed any impact on their way of handling students with disabilities. This perception has grounded the growth of teacher training programs not only in the country but all over the world. This calls for research into the need for teacher training programs. This research is aimed at filling the gap between the perceptions and the teacher training programs. The findings of this research are projected to prove the existence of poor attitude towards the training of teacher’s programs. In addition, the research projects that there is a great impact on a teacher training program which has been shown by teachers teaching in special schools. There is also a connection between teacher training programs and quality education provision for students with various disability. The research also projects recommendations which can ensure that teacher training programs which has attracted poor attitudes can be transformed in order to provide quality education to students with special needs. The recommendations include integration of teacher’s coursework with hands-on practical to enable teachers to relate the two, carry out more research of importance of teacher training programs and also determine the impact of teacher training on students with special needs. The research applies a quota qualitative sampling method in the selection of the sample size. The sample group for the research is teacher training programs, special school teachers and lastly the education department for special education was chosen involving 2000 participants which gave a 100% representation. Data collected included the use of questionnaires and interviews for primary data and journals, articles and documentaries for secondary data. Data presentation used tables, charts and graphs. Analysis of the collected data applied narrative analysis in analyzing secondary data and discourse analysis in analyzing primary data. The results were presented widely and discussed to give a clear picture of the findings from the research study. All the research data from the research were also summarized to come up with a conclusion. The study has also cited gaps in the previous studies and given necessary suggestions which should be welcomed and used in the transformation of attitudes.
Criteria Ratings PointsQuality ofInformation31 to 2CruzIbarra161
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template is used. General
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were not completely filled in.
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interview question that are
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provided is more than 100
words.
36 to >33.0 pts
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questions that are related
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and are mostly answered.
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more than 100 words.
33 to >0.0 pts
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related to the topic are
included and are not
specifically answered. Less
than two transcriptions are
more than 100 words.
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29 to >26.0 pts
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grammatical, spelling,
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are present, and the
document is written in
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26 to >24.0 pts
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Total Points: 100
Interview Transcription Grading Rubric | EDUC816_D12_202220
6
Recommendations for Solving Equity Gaps at James Monroe High School, Virginia
Michael Whitener
School of Education, Liberty University
In partial fulfillment of EDUC 816
Focus Group Questions
Central Question:
How can the gaps in college readiness between students from low-income and underserved communities and those from wealthy and majority groups be eliminated?
Focus Group Question
1. Many have been involved in debates about effective teaching in American schools. When you think of effective teaching, what comes to your mind first and why?
The question will be directed toward the parent and community-focused group. For a long, researchers have conducted studies to determine the qualities of good teachers and effective teaching strategies. In most studies, teacher perspectives on teaching effectiveness have varied depending on their schools' location, race, ...
INVOLVEMENT AND IMPLEMENTATION LEVEL ON REHABILITATION PROGRAM AMONG PERSONS DEPRIVED OF LIBERTY IN THE BUREAU OF JAIL MANAGEMENT AND PENOLOGY, ALTA VISTA, ORMOC CITY: A BASIS FOR PROGRAM REVIEW AND ENHANCEMENT
This document summarizes four sources related to school leadership and culture. The first source discusses a principal who celebrates diversity and coaches his staff to understand how diversity impacts learning. The second source suggests school leaders simplify improvement efforts by focusing on key goals and strategies. The third source emphasizes the importance of a positive school climate and culture for student outcomes. The fourth source discusses using brain-based learning strategies and the importance of collaboration between teachers, administrators, parents and researchers.
International Journal of Choice Theory and Reality Therapy • F.docxnormanibarber20063
International Journal of Choice Theory and Reality Therapy • Fall 2011 • Vol. XXXI, number 1 • 109
ACHIEVEMENT AMONG SECOND GRADE STUDENTS WHO RECEIVED INSTRUCTION
FROM EITHER TEACHERS TRAINED IN CHOICE THEORY/REALITY THERAPY OR
TEACHERS WHO WERE NOT SO TRAINED
Jane V. Hale, Ph.D, Assistant Professor of Counselor Education, Department of Counseling
and Development, Slippery Rock University
Joseph Maola, Ph.D, Professor (retired) of Counselor Education, Department of Counseling,
Psychology, and Special Education, Duquesne University
Abstract
The purpose of this study was to determine if second grade students who were taught by
teachers trained in choice theory/reality therapy (CT/RT) methods had higher achievement
scores in mathematics and reading compared to students who were taught by teachers who
were not trained in CT/RT methods. This study was descriptive in nature and used
retrospective data. The participants (N=83) consisted of second grade students who took
the TerraNova, Multiple Assessments test in April 2008. An analysis of variance (ANOVA)
was conducted to measure the main effect of achievement in mathematics/reading and
CT/RT training status of teachers. A separate ANOVA was utilized to measure the
interaction effect of gender on mathematics/reading achievement and training status of
teachers. No significance was found in both analyses. Based on existing research, there is
substantial support for using CT/RT methods in education to improve the social climate
(Glasser, 2010), which ultimately has a positive effect on achievement (Brookover, Beady,
Flood, Schweitzer, & Wisenbaker, 1977; Haynes, Emmons, & Ben-Avie, 1997; Hoy &
Hannum, 1997; Niehbur & Niehbur, 1999; Rutter & Maughan, 2002). The American School
Counseling Association (ASCA) National Model suggests that school counselors need to be
active in the systemic processes of the school to provide comprehensive services to a large
number of students (ASCA, 2005). Training teachers in CT/RT is an example of an activity
that is consistent with ASCA‘s proposition. Concurrent with other research studies on
teacher trainings, lack of intensity (Jacob & Lefgran, 2004) emerged as an issue. The
teacher training program in this study was only six hours in duration and did not offer
follow-up trainings, or a collective plan to put new knowledge into practice. The findings are
discussed related to current research, limitations, and recommendations for future studies.
_______________________
It is difficult to dispute the fact that measures of achievement are an integral component of
the educational system. Measurement of learning helps students, parents, and teachers to
identify if a student is progressing and gaining knowledge. There are many ways student
learning is measured such as school grades, content of projects, conduct reports, portfolios,
curriculum-relevant tests, and standardized achiev.
This document summarizes key problems facing American education:
1) High teacher attrition rates, with nearly half of teachers leaving within 5 years, drain budgets and undermine student learning. Lack of support and preparation contribute to teachers leaving.
2) Low parental involvement in middle and high school hinders student achievement and motivation. Busy schedules, cultural factors, and negative school experiences prevent some parents from engaging.
3) Many students struggle to comprehend what they read despite able word reading. This can lead to dropping out, yet content teachers are called on to help boost reading performance across subjects. Addressing these issues is vital to ensuring educational excellence.
Dr. Fred C. Lunenburg - the principal as instructional leader nfeasj v27 n4 ...William Kritsonis
Dr. Fred C. Lunenburg, www.nationalforum.com, Dr. William Allan Kritsonis, Editor-in-Chief, National FORUM Journals, Houston, Texas
www.nationalforum.com - NATIONAL FORUM JOURNALS Website
https://jst.org.in/index.html
Our Journals has facilitate collaboration among researchers and institutions by providing a common platform for the exchange of ideas. Researchers can connect, share insights, and build upon each other's work, fostering a collaborative environment that accelerates the pace of innovation.
This study seeks to investigate fluctuations in motivation among English teachers at the University of Quintana Roo (UQROO) through a case study approach. Semi-structured interviews will be conducted with three female English teachers to answer the research questions: how does motivation to teach English vary over time, and what factors influence this motivation? The interviews will explore five areas that could impact motivation: students, work environment, economic benefits, teaching activities, and subject taught. The results may help identify motivational and demotivational factors present at different stages of these teachers' careers.
Lunenburg, fred c. school guidance and counseling services schooling v1 n1 2010William Kritsonis
The document discusses school guidance and counseling services. It examines the aims of guidance programs which include helping students reach their potential, develop skills to make intelligent choices, and contribute to mutual adjustment between students and the school. The role of the counselor is also discussed, covering personal/social, educational, and career counseling services. Major guidance services provided are student assessment, information services, placement/follow-up, and counseling. Counseling methods like directive, nondirective, and eclectic approaches are also summarized. The document concludes by discussing evaluating guidance programs based on factors like meeting student needs, cooperation, balance, stability, flexibility, qualified counselors, adequate counselor ratios, and appropriate facilities and records.
Lunenburg, fred c. the principal as instructional leader nfeasj v27 n4 2010William Kritsonis
The document summarizes how principals can serve as effective instructional leaders by focusing on student learning. It discusses five key dimensions principals should focus on: 1) focusing on learning outcomes rather than teaching, 2) encouraging teacher collaboration, 3) using student performance data to guide improvements, 4) providing teachers support and resources, and 5) aligning curriculum, instruction, and assessments. Taken together, these five dimensions can help principals achieve sustained success for all students.
Similar to Perceptions of an induction program nftej- lumadue (20)
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
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9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
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occur natural.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
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Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Perceptions of an induction program nftej- lumadue
1. NATIONAL FORUM OF TEACHER EDUCATION JOURNAL
VOLUME 23, NUMBER 3, 2013
1
Perceptions of an Induction Program from Beginning Teachers
and Teacher Mentors in an Urban School District
Nikketta Wilson, EdD
Assistant Principal
Coyle Middle School
Garland, Texas
Rick Lumadue, PhD
Assistant Professor
Department of Educational Leadership
College of Education and Human Services
Texas A&M University-Commerce
Commerce, TX
Abstract
This study sought to document the perceptions of beginning teachers and teacher mentors
concerning the effectiveness of a formal induction program and compare the perceptions of the
two groups. Data related to this topic was collected via a survey. The study aimed to reveal the
perceptions of the two groups, beginning teachers and teacher mentors, regarding the induction
program. No significant effects were found in the study; however, the researcher identified four
themes concerning participants’ perceptions: positive influence, implementing different
strategies, peer observation, and no support or negative feedback.
Gabrielle rushes into her classroom from the early afternoon convocation excited about
her first day at Oakhill Elementary School as a fourth grade teacher. She is finally able to fulfill
her dreams of working as a teacher, and because she loves children, she cannot wait to help them
learn. Gabrielle wants to be a successful teacher in the classroom. Unfortunately, she has seen
several of her friends who entered the teaching profession also exit the profession within two
years. All of Gabrielle’s friends left because they were not prepared for the classroom and the
obstacles, hindrances, and stumbling blocks that teachers encounter during their first year as
professional teachers. Gabrielle also has several concerns and fears about entering the classroom.
How can Oakhill Elementary ensure that Gabrielle has the resources and skills needed to be a
successful beginning teacher? Darling-Hammond (2003) reported that of college graduates who
enter the teaching profession, approximately 30% leave within the first year or two. Therefore,
research is necessary to determine how school districts can ensure that beginning teachers have
the resources and skills they need to be successful and remain in the field.
The transition period that beginning teachers encounter can be extremely daunting and
challenging. Beginning teachers are faced with several issues when they enter the classroom
concerning discipline and classroom management, strategies for organization and planning,
2. NATIONAL FORUM OF TEACHER EDUCATION JOURNAL
2___________________________________________________________________________________________
motivating students, regulating the teaching environment, and sustaining their personal lives
(Troman & Woods, 2001). Sometimes beginning teachers receive little or no assistance or
support in findings solutions to these problems. The combination of these challenges and little
support result in an undulating effect that cannot be rewarding for beginning teachers, their
students, or their colleagues.
Considering the challenges and barriers, it is important to determine whether beginning
teachers are being encouraged to stay in the profession as well as determine the types of
programs and procedures that could help provide necessary training for beginning teachers to be
successful in their initial years and beyond. This research study is designed to determine the
perceptions of beginning teachers and teacher mentors after participating in an induction
program for one year. Of specific interest in this research will be participants’ perceptions of the
significance of the induction program in a particular district.
Statement of the Problem
According to the Texas Center for Educational Research (TCER, 1999), the number of
teachers with five years of teaching experience or fewer has increased by 4.9% in the past 10
years. This finding reveals a demand to retain teachers. Local school districts in the United States
as well as state and national organizations for teacher development have realized that teacher
attrition is a concern and pertinent problem that needs to be addressed. According to the Alliance
for Excellent Education (AEE, 2004), most states have leadership and teacher organizations
specifically initiated to encourage teachers to remain in the profession. Teacher turnover is a
ubiquitous, recognizable problem; therefore, it is critical for beginning teachers to have
purposeful, professional support. Induction programs provide professional support for beginning
teachers to increase their chances of remaining in the education profession. Theobald and
Michael (2001), stated, “Teaching is an occupation that loses many of its newly trained
practitioners very early in their careers” (p. 3). School districts have realized this alarming
concern and have begun taking initiatives to remedy the issue. This research highlighted the
advantages and disadvantages of the induction program from the lenses of the teacher mentor
and beginning teacher in their roles as participants to provide insight into the effectiveness of the
induction program.
The unspoken message to beginning teachers often is “Figure it out yourself, do it
yourself, and keep it to yourself” (Breaux & Wong, 2003, p. 7). Breaux and Wong (2003) also
noted that this “sink or swim” or “lost at sea” approach is challenging for beginning teachers.
The researchers suggested that if school districts do not have a beginning teacher induction
program, it could affect beginning teachers’ decisions to remain in the profession after their first
year of teaching as support is essential for beginning teachers to be successful. However, it is
unclear whether all induction programs are successful for all beginning teachers. Additionally, it
is important to determine whether induction programs are a “cure” for beginning teachers to be
undoubtedly prepared for survival in the classroom. As such, this study was designed to uncover
the perceptions of participants of an induction program from a particular school district.
3. NIKKETTA WILSON AND RICK LUMADUE
___________________________________________________________________________________________3
Purpose of the Study
The Texas Education Agency (TEA) offers the Beginning Teacher Induction and
Mentoring Grant (BTIM) to assist school districts in improving teacher attrition (TEA, 2009).
The evaluation of participants’ perceptions of this grant program in a small urban school district
in Texas aimed to provide a deeper understanding as to whether the intentions of the grant are
warranted and whether the program is successful in this district. The district selected for this
study realized the need to implement programs to keep the teachers they hire and has begun
appropriating aggressive measures to meet the needs of beginning teachers while they participate
in a formal induction process. This study aimed to determine whether the participants involved
felt the program was beneficial and was using the grant appropriately.
Significance of the Study
The study is significant for two main reasons. First, the study illuminated the importance
of the mentoring and induction program by highlighting the effectiveness of the program through
the lenses of participants. Specifically, the researcher investigated and presented the perspectives
of mentors as supervisors and beginning teachers as mentees. Secondly, this research provided
the perspective of participants in the program to determine whether the program is worth
continuing.
Research Questions
This study addressed the following research questions:
1. Does a relationship exist between beginning teachers’ perceptions of personal
instructional effectiveness and the applicability of the district’s beginning teacher
induction program?
2. Does a relationship exist between teacher mentors’ perceptions of beginning teachers’
instructional effectiveness and the applicability of the district’s beginning teacher
induction program?
3. Does a relationship exist between beginning teachers’ and teacher mentors’
perceptions of beginning teachers’ instructional effectiveness?
4. Does a relationship exist between beginning teachers’ and teacher mentors’
perceptions of the applicability of the district’s beginning teacher induction program?
Hypotheses
This study examined the following null and alternate research hypotheses. A confidence
level of p < 0.05 was used for all statistical analyses. Independent and dependent t-tests were
used to compare the values of the beginning teacher and teacher mentors.
4. NATIONAL FORUM OF TEACHER EDUCATION JOURNAL
4___________________________________________________________________________________________
Hypothesis 1
Ho1. No relationship exists between beginning teachers’ perceptions of personal
instructional effectiveness and the applicability of the district’s beginning teacher
induction program.
Ha1. A relationship exists between beginning teachers’ perceptions of personal
instructional effectiveness and the applicability of the district’s beginning teacher
induction program.
Hypothesis 2
Ho2. No relationship exists between teacher mentors’ perceptions of beginning teachers’
Instructional effectiveness and the applicability of the district’s beginning teacher
induction program.
Ha2. A relationship exists between teacher mentors’ perceptions of beginning teachers’
Instructional effectiveness and the applicability of the district’s beginning teacher
induction program.
Hypothesis 3
Ho3. No relationship exists between beginning teachers’ and teacher mentors’
perceptions of beginning teachers’ instructional effectiveness.
Ha3. A relationship exists between beginning teachers’ and teacher mentors’ perceptions
of beginning teachers’ instructional effectiveness.
Hypothesis 4
Ho4. No relationship exists between beginning teachers’ and teacher mentors’
perceptions of the applicability of the district’s beginning teacher induction
program.
Ha4. A relationship exists between beginning teachers’ and teacher mentors’ perceptions
of the applicability of the district’s beginning teacher induction program.
Method of Procedure
A survey was used to collect data for this study. Because an evaluation of the induction
program at the selected district has not yet been conducted, the researcher developed the survey
instrument based on the literature review. The survey consisted of 20 multiple-choice questions
that were measured using a 5-point Likert scale and 5 short answer responses. The participants
rated the components of the induction program on level of satisfaction from very satisfied to
dissatisfied. The short answer responses allowed participants to answer the questions and
provide feedback based on their perceptions of the induction program. The study was conducted
with participants from the 2011-2012 school year. The survey variables were measured using
5. NIKKETTA WILSON AND RICK LUMADUE
___________________________________________________________________________________________5
both quantitative Likert type items and a qualitative open-ended question format. Creswell
(2005) stated, “Open-ended responses permit you to explore reasons for the close-ended
responses and identify any comments people might have” (p. 217). The open-ended portion of
the survey disclosed common themes found among perceptions of the induction program from
the lens of beginning teachers and teacher mentors.
Limitations
The following limitations will be used for the study:
1. The population of this study was limited to teachers who completed their first year of
teaching and participated in the induction program during the 2011-2012 academic
year.
2. Only teachers who taught in a Texas public school during the 2011-2012 were
included in this study.
3. Only mentors who taught in a Texas public school during the 2011-2012 academic
year and who were assigned a beginning teacher were included in this study.
Delimitations
The following delimitation was used for the study:
1. Research was conducted in a small urban school district with a diverse population of
students of different social economic statuses and race.
Research Hypothesis 1
Hypothesis Ha1 proposed that a relationship exists between beginning teachers’
perceptions of personal instructional effectiveness and the applicability of the district’s
beginning teacher induction program. A regression analysis was conducted to test this hypothesis
and establish a causal relationship between variables (see Table 1). By identifying a relationship,
the researcher could gain insight into whether beginning teachers’ perceptions of personal
instructional effectiveness significantly affected the applicability of the district’s beginning
teacher induction program.
6. NATIONAL FORUM OF TEACHER EDUCATION JOURNAL
6___________________________________________________________________________________________
Table 1
Regression Analysis for Beginning Teachers’ Perceptions of Personal Instructional Effectiveness
Variable Parameter
estimate
Standard
error
Standardized
Coefficients
Beta
T for Ho:
Parameter
= 0
Prob > |T|
Intercept 4.102 .569 7.209 .000
Beginning
teachers’
perceptions of
personal
instructional
effectiveness
.032 .129 .026 .250 .804
Because p was greater than .05, the null hypothesis was accepted. There was no effect of
beginning teachers’ perceptions of personal instructional effectiveness on the applicability of the
district’s beginning teacher induction program. This finding does not support those of previous
researchers. For example, Zinni (2011) conducted a study to exam the effects of beginning
teachers’ perceptions of personal instructional effectiveness on the applicability of the district’s
beginning teacher induction program. Based on the regression analysis of data from 241
participants, Zinni (2011) found that beginning teachers’ perceptions of personal instructional
effectiveness significantly affected the applicability of the district’s beginning teacher induction
program. Additionally, Gold (1987) examined the same relationship and found that more positive
beginning teachers’ perceptions of personal instructional effectiveness were significantly
associated with better applicability of the induction program.
Research Hypothesis 2
Research hypothesis Ha2 proposed that a relationship exists between teacher mentors’
perceptions of beginning teachers’ instructional effectiveness and the applicability of the
district’s beginning teacher induction program. A regression analysis was conducted to test this
hypothesis to establish a causal relationship between variables (see Table 2). By identifying a
relationship, insight might be gained into whether teacher mentors’ perceptions of beginning
teachers’ personal instructional effectiveness significantly affected the applicability of the
district’s beginning teacher induction program.
7. NIKKETTA WILSON AND RICK LUMADUE
___________________________________________________________________________________________7
Table 2
Regression Analysis for Teacher Mentors’ Perceptions of Beginning Teachers’ Instructional
Effectiveness
Variable Parameter
estimate
Standard
error
Standardized
Coefficients
Beta
T for Ho:
Parameter
= 0
Prob > |T|
Intercept 4.285 .675 6.348 .000
teacher
mentors’
perceptions of
beginning
teachers’
instructional
effectiveness
-.010 .149 -.007 -.065 .948
Because p was greater than .05, the null hypothesis was accepted. There was no effect of
teacher mentors’ perceptions of beginning teachers’ instructional effectiveness on the
applicability of the district’s beginning teacher induction program. This finding does not support
the findings in the literature. For example, Gunter (1985) found that teacher mentors’ perceptions
of beginning teachers’ instructional effectiveness significantly affected the applicability of the
district’s beginning teacher induction program. Additionally, Stallion (1988) also found
significant effects of 35 teacher mentors’ perceptions of beginning teachers’ instructional
effectiveness on the applicability of the district’s beginning teacher induction program.
Hypothesis 3
Research hypothesis Ha3 proposed that a relationship exists between beginning teachers’
and teacher mentors’ perceptions of beginning teachers’ instructional effectiveness. A t-test was
performed to determine whether a relationship existed between these variables. Table 3 reports
the mean, standard deviation, and standard error for teacher mentors and beginning teacher
mentees. Table 3 also includes two sets of t-values, degrees of freedom, and probabilities (equal
variances and unequal variances). These values were close unless the variances differed widely.
The bottom line shows the probability that the variances were unequal due to chance. Note that
the F ratio is 7.172. Because the probability was small (.009), the t-value was used and
probability for unequal variances. The analysis did not yield significance at the .05 level (p =
.138). Therefore, the null hypothesis was accepted. Thus, the results suggest there is no
difference between beginning teachers’ and teacher mentors’ perceptions of beginning teachers’
instructional effectiveness. In contrast to these results, Cheng and Brown (1992) used a pre and
posttest design on two groups of beginning teachers (N = 25) and teacher mentors (N = 38). The
findings revealed a significant relationship between beginning teachers’ and teacher mentors’
perceptions of beginning teachers’ instructional effectiveness. Henry (1988) examined the same
relationship and found significant results.
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Table 3
T-test for Beginning Teachers’ and Teacher Mentors’ Perceptions of Beginning Teachers’
Instructional Effectiveness
Group Mean Std Dev Std Error
Mentor 4.35 .770 .122
Mentee 4.57 .575 .080
Variances T df Prob > |T|
Equal -1.552 89 .124
Unequal -1.499 70.106 .138
For Ho: Variances are
equal
F’ = 7.172 Prob > F’ = .009
Research Hypothesis 4
Research hypothesis Ha4 proposed that a relationship exists between beginning teachers’
and teacher mentors’ perceptions of the applicability of the district’s beginning teacher induction
program. A study conducted by Kilgore and Kozisek (1989) used teacher self-reports to
determine whether a relationship exists between beginning teachers’ and teacher mentors’
perceptions of the applicability of the district’s beginning teacher induction program. Results
from the research indicated that a relationship does exist. Additionally, the New York Board of
Education (1983) surveyed 20 beginning teachers and 20 teacher mentors to determine whether
this relationship existed. The research found that relationship exists between beginning teachers’
and teacher mentors’ perceptions of the applicability of the district’s beginning teacher induction
program effectiveness.
For this study, a t-test was performed to determine whether a relationship exists between
beginning teachers’ and teacher mentors’ perceptions the applicability of the district’s beginning
teacher induction program. Table 4 reports the mean, standard deviation, and standard error for
teacher mentors and beginning teacher mentees. Table 4 also includes two sets of t-values,
degrees of freedom, and probabilities (equal variances and unequal variances). These values
were close unless the variances differed widely. The bottom line shows the probability that the
variances were unequal due to chance. As seen in Table 4, the F ratio is 2.468. Because the
probability is large (p = .120), the t-value was used and probability for equal variances. The
analysis did not yield significance at the .05 level (p = .316). The null hypothesis (p >.05) was
accepted. Thus, no difference was found between beginning teachers’ and teacher mentors’
perceptions of the applicability of the district’s beginning teacher induction program.
9. NIKKETTA WILSON AND RICK LUMADUE
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Table 4
T-test
Group Mean Std Dev Std Error
Mentor 4.40 .591 .093
Mentee 4.25 .744 .104
Variances T df Prob > |T|
Equal 1.009 89 .316
Unequal 1.037 88.982 .303
For Ho: Variances are
equal
F’ = 2.468 Prob > F’ = .120
Summary of Findings
No significant effects were reveled in the current study, which has been shown to be
contradictory to previous research. It is important to note that because the researcher did not find
a significant relationship in the current study, it does not mean that the study was weak. Rather,
one must assess the researcher’s approach to measuring teachers’ perceptions of personal
instructional effectiveness and the applicability of the district’s beginning teacher induction
program. Specifically, self-selection bias may be of concern in the current study. Additionally,
the researcher did not control for variables such as age, gender, ethnicity, education level, and
socioeconomic class as covariates (Rhee & Waldman, 2002). The researcher also suggests
interpreting the results with caution because of the sample size used for data collection (N = 91).
Because the sample was small, the researcher was less likely to find a significant relationship
between two variables.
Implications for Practice
Mentoring is a crucial component for the success of a beginning teacher. Texas has taken
the initiative to implement a framework that school districts have access to use as a resource, the
TxBESS. Many school districts use the framework to create a program that fulfills the needs of
their beginning teachers. Induction programs require a systematic process prior to the beginning
of school that continues during the beginning teacher’s first year. Prior to school starting, the
beginning teacher participates in an induction process in which they meet their mentor. During
the school year, the beginning teacher and mentor meet weekly to cover topics and concerns.
Further, instruction is an important addition that should be considered when developing a
framework of an induction program.
Accountability and teacher attrition rates are two key terms for school districts. An
effective teacher has asubstantial impact on student achievement. School districts have realized
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the importance of training beginning teachers properly and have made it is a priority to expose
beginning teachers to all facets of the school system. Induction programs are a valuable
component for beginning teachers. As such, induction programs are being developed in school
districts to meet the needs of beginning teachers and increase the retention rates of teachers.
School districts have high expectations for teachers and induction programs strive for excellence.
Preparing beginning teachers for the classroom is a challenging job, but school districts appear
up for the challenge.
Specifically, school districts collaborate with universities’ college teacher preparation
programs. As these institutions communicate, they are better able to develop standards to ensure
that beginning teachers are successful upon graduation. The skills that beginning teachers are
exposed to during their internship hours include the following: working with staff members on
campus to develop Individualized Education Plans (IEPs), implementation of the IEPs, meeting
the needs of students with disabilities, and understanding the school district’s vision.
Recommendations for Further Research
Future research should consider controlling for demographic effects such as age, gender,
ethnicity, education level, and socioeconomic class as covariates. The following would be
appropriate for future research designs:
Incorporate techniques such as propensity score matching to examine and control for
potential self-selection bias effects.
Require a significantly larger sample size, which would help distinguish significant
relationships between variables. A larger sample size would also help researchers to draw
clearer conclusions about the impact that perceptions of beginning teachers’ instructional
effectiveness on the applicability of the district’s beginning teacher induction program.
Such findings could also be useful in determining the types of individuals who would be
best suited for an induction program.
Leaders should have good relationships with teachers. Perceptions of beginning teachers’
instructional effectiveness do not predict the applicability of the district’s beginning teacher
induction program. It is imperative that organizational leaders understand how to properly
develop relevant leadership strategies to manage no effects of perceptions of beginning teachers’
instructional effectiveness on the applicability of the district’s beginning teacher induction
program. To address these concerns, organizations should use the results of the current study to
assist with taking the following actions:
1. Leaders have to evaluate the attributes of induction programs to ensure that they possess
the relevant qualities to succeed in the United States.
2. Leaders have to evaluate their leadership strategies to ensure those characteristics align
with induction programs.
3. Leaders have to develop training courses that help business leaders understand the unique
dynamics associated with induction programs and aim to develop the characteristics/skill
sets necessary to manage induction programs.
4. Leaders who are evaluating whether or not they should let teachers use induction
programs should use the current study as an additional decision-making resource.
11. NIKKETTA WILSON AND RICK LUMADUE
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5. Leaders have to encourage beginning teachers to express their feelings about concerns
they have regarding the induction program.
To conclude, induction programs must be evaluated on a regular basis and prompt
feedback should be given when necessary. This study provided meaningful feedback from the
perceptions of participants regarding the instructional relationship to the induction program. The
emphasis the school district has placed on the induction program has many benefits that assist
beginning teachers’ transition into their careers.
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